Volume 18, Issue 39 (9-2025)
3 2025, 18(39): 1-23 |
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Baghban S, Zarei N, Baghban Z, Sheibani V. Characteristics of A Powerful School in Order to Develop An Appropriate Conceptual Framework for the Study of "Outstanding Principals and Teachers of Bushehr Province". 3 2025; 18 (39) :1-23
URL: http://jnraims.ir/article-1-421-en.html
URL: http://jnraims.ir/article-1-421-en.html
Deputy Head of Kaki City School, Dashti City Education Department
Abstract: (31 Views)
Given the importance and necessity of an efficient and powerful educational structure in the education system, it was necessary to determine the characteristics of a powerful school from the perspective of the principals and outstanding teachers of Bushehr province. In this regard, the necessity of having a suitable model and strategy for creating a powerful structure is more apparent. For this purpose, first, considering the research background and theoretical foundations, a conceptual framework was presented regarding the components of a powerful school. Therefore, the present study, which is descriptive and conducted by survey method, included the principals and teachers of the province who were studied through stratified sampling. Considering the components obtained from the framework, a questionnaire was prepared in two sections: the current situation and the desired situation, with 36 questions. After ensuring its face validity and reliability in existing schools (0.97) and in powerful-desirable schools (0.98), data were collected from the study samples (185 people, including 107 men and 78 women who have university education). These data were analyzed according to the research questions and using descriptive and inferential statistics methods such as the (T) test, Chi-square test, and factor analysis. Based on the results obtained, the components of the current and desired situation were identified and a framework was proposed to help identify the important characteristics of strong schools. This framework includes three categories of new insights, appropriate administrative structure and physical space, school-centered educational management and leadership (from the economic dimension, political dimension, cultural dimension, technology and information dimension, social dimension, technical and technological dimension), and evaluation of the framework.
Type of Study: Research |
Subject:
General
Received: 2025/08/3 | Accepted: 2025/09/1 | Published: 2025/09/1
Received: 2025/08/3 | Accepted: 2025/09/1 | Published: 2025/09/1
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